SEND Information Report

September 2016 – July 2017

Welcome to the SEND Information Report for Gateacre School.

At Gateacre School, we value and are committed to working together with all members of our school community. Our Local Offer has been produced with pupils, parents and carers, governors and members of staff. This report is a summary of the outcomes of interventions for our pupils receiving additional and different support. We would welcome your feedback and future involvement in the review of our offer, so please do contact us. The most appropriate people to contact about this are:

  • Mr P. Carter (SENCO) - who can be contacted by either phoning 0151 363 1111 or if you prefer by email: p.carter@gateacre.org
  • Mrs T. McKibben (Assistant SENCO) – who can be contacted by either phoning the telephone number above or if you prefer by email: t.mckibben@gateacre.org
  • Mr J. Roberts : Head Teacher 0151 363 1111
  • If you have a specific question about the Liverpool Local Offer please look at www.liverpool.gov.uk/about-the-local-offer

Alternatively, please do discuss any concerns that you may have about your child with their Head of House either by phoning them or by making an appointment to meet with them. They will be pleased to help you.

The school has developed a SEND Data base which clearly outlines the level of support that each individual child needs and is currently receiving. In addition to this, school staff keep a detailed record of your child’s progress & data, and our school systems allow us to track the progress of each pupil to ensure we provide a curriculum to meet their needs and help them to reach their full potential.

1. What types of SEN and disability are provided for within the school?

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2. What are the policies and procedures for identifying children with SEND and assessing their needs, including the name and address of the school’s SENCO?

The School has the following policies to support pupils with Special Educational Needs:

  • Admissions Policy, Transition Policy, Administration of Medication Policy, Marking Policy, SEND and Disability Policy, Accessibility Plan, Local Offer, Anti-Bullying Policy, Behaviour Policy, Assessment Recording and Reporting Policy and Safeguarding Policy
  • All Year 7 pupils are screened for Reading and Spelling on entry to school
  • All pupils entering school have been given a baseline assessment by the end of October half term each year.
  • Pupils who require additional support with their behaviour over and above the usual classroom strategies are supported by having an Individual Behaviour Support Plan. This is updated and reviewed at appropriate times when required by the Head of House
  • Pupils contribute to their own Pupil Profiles and this has been encouraged wherever possible to enable our pupils to take ownership and responsibility for their own learning and behaviour, and to engage with ‘student voice’
  • Teaching staff are able access information (confidentially) regarding your child’s needs. This information is stored on the school database that summarises this. Support strategies for pupils are planned so that teachers and support staff can make reasonable adjustments to their teaching practice

3. What arrangements have been made for consulting parents of children with SEND and assessing their needs?

  • All parents are informed when their child is placed on our school SEND register and the SENCO is happy to meet, discuss and support parents in working collaboratively with the school to meet their child’s needs
  • It is deemed as good practice to endeavour to have termly meetings to discuss the progress of your child. This may take place with their Academic Tutor, Assistant Head of House, Head of House or a member of the SEN department
  • We are happy to offer individual appointments to discuss specific issues with you about your child’s progress. We encourage parents/carers to contact the school and arrange an appointment if they are worried or concerned about any aspect of their child’s learning or development
  • Annual Review Meetings are held each year with parents. For pupils who are leaving the school, we arrange for transition and invite them to one to one interviews with the school’s Careers Advisor

4. What arrangements are in place for consulting young people with Special Educational Needs and involving them in their education?

  • A selection of students will sit on the Student Council
  • The development of social skills and social understanding is an integral part of the school curriculum
  • Pupil progress meetings are held regularly to check pupil progress and welfare and to promote high expectations
  • Questionnaires are given in the Spring term to identify areas of strength and weakness in the provision for pupils with SEN

5. What are the arrangements for assessing and reviewing children’s progress towards outcomes?

  • Annual Review meetings are held once a year. These meetings provide opportunities for parents/carers to meet with the SENCO and Head of House to discuss progress, review targets and set new targets
  • At the end of Year 9 all pupils on the SEND register are assessed for their ‘Access Arrangements’. If a child qualifies for ‘Access Arrangements’ applications are made to the JCQ and implemented into Key Stage 4; if the pupil continues their education into our Sixth Form these are reviewed to determine if they are still necessary
  • Pupil Profiles are being phased into the department for Year 10 and Year 11 – this identify outcomes and are reviewed termly
  • We are happy to offer individual appointments to discuss specific issues with you about your child’s progress
  • We encourage parents/carers to contact school and arrange an appointment if they are worried or concerned about any aspect of their child’s learning or development. The school adopts an ‘Open Door‘ policy
  • Teacher Assessments are updated at the end of each term

6 What are the arrangements for supporting children in moving between phases of education?

  • During transition between primary and secondary school, the SENCO and Senior Leadership team hold interviews with parents, teachers and SENCOs of primary schools in order to discuss your child’s needs and how best to support them as they move into secondary education
  • We will contact a wide range of specialist services that can support your child and, if appropriate, invite them to a meeting at school to ensure that we are working in partnership to achieve the best outcomes for your child. This process will use the new SEND code of practice Education and Health Assessment Tool (EHAT)
  • Detailed transition plans are prepared for children who may need it
  • The Local Authority has a designated day in July each year for whole school transition whereby primary and secondary SENCOs can meet

7 What is the approach for teaching children with SEND?

  • In order to support all children, the curriculum is delivered in a variety of ways. All lessons within school are differentiated in order to support the needs of all children
  • Small group and individual support is offered to children whom we feel would benefit from this
  • Pupils who have been diagnosed with Dyspraxia are issued with electronic notebooks to assist them with their recording
  • Pupils with Irlen’s-type difficulties (Visual Stress) are issued with the appropriate coloured exercise books
  • We understand that children learn at their own pace so we closely monitor progress using a variety of systems. Firstly, staff will record progress using the school database termly and within departments. However, they are able to express their concerns at any time if pupils are not making expected progress to their head of department, SENCO or pastoral team
  • Opportunities to share views and provide advice will be given to parents/carers relating to how their child’s needs can be met in the form of parent meetings and annual reviews

8 How are adaptations made to the curriculum and learning environment for children with SEND?

  • The Head teacher and senior leadership team review the curriculum annually and work with departments to plan and implement a broad and balanced curriculum to meet the needs of all pupils. At Key Stage 4 and 5, Level 1 (pre-GCSCE) and Level 2 vocational courses are offered to pupils who are more likely succeed by completing a skills based qualification
  • To support pupils in the classroom, the school is able to provide specialised equipment such as coloured overlays, pen grips and electronic notebooks
  • In line with statutory guidance the school has a current Access Plan which is fully developed in these three aspects: Access to the Curriculum, Access to Information and Access to the Physical Environment

9 How are staff trained to support children with SEND?

  • The SENCO attends Local Authority briefings in order to keep up to date with any legislative changes in SEND and updates staff via INSET and weekly staff briefings
  • The school arranges staff training with outside agencies including LA School Improvement support services. For example, both teaching staff and learning support assistants have attended literacy and numeracy catch-up programmes in order to deliver one to one intervention sessions
  • The school receives support from the Educational Psychology Service and Speech and Language Therapy Service
  • The Educational Psychologist meets each year with the SENCO to discuss priorities for assessment
  • We can make referrals, with your consent, to many specialist services including CAMHS (Child and Adolescent Mental Health Service) and SLT (Speech and Language Therapy Service)

10 How is the effectiveness of provision evaluated?

  • Provision is reviewed within school on a regular basis and in the following ways:
  • School governors and the school improvement plans provide scrutiny and challenge to the senior leadership team during any monitoring process
  • The SENCO meets with the SEN governor on a regular termly basis
  • Parents are kept fully informed of any developments and are encouraged to complete written forms as part of the review process. In addition to this, they are invited to complete parental questionnaires (feedback is usually extremely positive)
  • The school data base and SEND data base provide a wealth of information that supports Senior Leadership judgements about the school.

11 How are children with SEND enabled to engage in social activities available to children in the wider community?

  • Lunchtime and extra-curricular clubs are offered to all pupils. Many of our SEND pupils have been engaged in a variety of activities such as gardening club, football, music, drama, homework and craft club
  • Certain extra-curricular activities are offered specifically with pupils with SEN in mind, eg lunch club and homework club
  • Our SEND pupils have always responded positively to supporting our local community by raising funds for local and national charities, e.g. KS4 - The Applied Curriculum

12 What support is available for improving emotional and social development?

  • All children participate in PSHE/C lessons which cover a variety of social and emotional issues which are important in the development of their social understanding
  • Visiting groups/speakers are invited into school to promote health, safety and well-being issues amongst the children/young people.
  • For example, during 2015/2016: CAMHS delivered an assembly on ‘anxiety’ with supporting workshops; D Street Media have worked with Years 9 – 11 looking at ‘Consequences’ of gun crime, drugs and gangs; LIPA worked with Years 7 -10 to produce a theatre production of ‘Sticks and Stones’ (a mental health project) which was performed to our local primary schools; All things Considered (Emma Bramley) gave a CSE performance to Year 10 and Hannah Stein – our school counsellor was available two days each week for individual or group counselling
  • This academic year the school nurse will work with identified groups to work on self-harm issues and eating disorders
  • E safety and cyber bullying is a part of PSHE/C and ICT lessons.
  • All pupils participate in anti-bullying week activities during the school year
  • If your child has any anxieties or concerns, our pastoral support team for each year group and our safeguarding officers are available to help your child

13. How does the school involve other bodies, including health and social care, local authority support services and voluntary sector organisations in meeting the needs of children with SEND and supporting their families?

  • The school can access specialist support from Speech and Language Therapists, Educational Psychologist , CAMHS, School Nurse , Paediatricians, and Integrated Children’s Services
  • The school receives support from the Educational Psychology Service with a designated number of sessions each academic year
  • We can make referrals, with your consent, to many specialist services including CAMHS (Child and Adolescent Mental Health Service) and SLT (Speech and Language Therapy Service)
  • Liverpool LA is currently working to ensure an effective transition from Statements to Education and Health Care plans (EHC). This process has already begun by targeting transition reviews at Y6, Y9, Y11 and Y14
  • The SENCO communicates regularly with the school nurse and attends meetings with parents, children and other health professionals to ensure they are safe and are fully engaged in the school community
  • Meetings and the new *Early Help Assessment Tool (EHAT) take place to address any concerns regarding your child’s education, health and well-being

(*The EHAT replaces the Common Assessment Form -CAF)

 

14. What are the arrangements for handling complaints from parents of children with SEND about the provision made at the school?

  • Dialogue between parents and the school is actively encouraged in order to resolve any problems at an early stage
  • In the first instance, parents are invited into school to discuss their concerns with the SENCO / Head of House, who will endeavour to resolve the problem at a school level.
  • The headteacher will also be informed at the above stage and, if needed, a meeting with the school governors will be arranged following the correct (LA) guidelines.
  • The school has a complaints policy and parents who wish to pursue this are actively encouraged to do so.

 

This SEND Information report will be updated annually.

The next Review will be due in September 2017.